- I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
- I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
Long Term Learning Targets
Supporting Targets
- I can cite evidence from the play Pygmalion to predict the ending of the play.
- I can analyze how plot, character, and setting interact in Pygmalion.
Ongoing Assessment
- Reader's Notes: Pygmalion, Section 8 (from homework)
- Checking for Understanding Entry Task: Pygmalion, Section 8
- Super Speed Quote Sandwich
- Eliza Character Tracker
Agenda
Agenda | Teaching Notes |
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1. Opening A. Unpacking Learning Targets/Checking for Understanding Entry Task: Pygmalion, Section 8 (5 minutes) 2. Work Time A. Close Read: Section 9 (15 minutes) B. Readers Theater: Section 9 (1o minutes) C. Revisit Eliza Character Tracker (10 minutes) 3. Closing and Assessment A. Super Speed Quote Sandwich: Predicting the End of the Play (5 minutes) 4. Homework A. Finish the Reader's Notes: Pygmalion, Section 9 and complete 20 minutes of independent reading. |
- Determine how you are going to assign parts for Readers Theater: Eliza, Higgins. - Set up props, costumes, and/or a performance space for the Readers Theater if you choose. - Print larger copies of page 66 for use during the Readers Theater.
- Close Reading Guide: Pygmalion, Section 9 (answers, for teacher reference) - Reader's Notes: Pygmalion, Section 9 - Original Postscript: Pygmalion, pages 89-100. Bear in mind that this is an extraordinarily long and detailed essay that Shaw wrote several years after the play was first performed. Review it to give yourself some context as to whether student predictions are on or off the mark, but do not give away any details to students yet.
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Vocabulary
composedly, averted, recoil, infatuated, impudent, consort battleship, incorrigible, disdainfully
Materials
- Pygmalion (play; one per student
- Checking for Understanding Entry Task: Pygmalion, Section 8 (one per student)
- Checking for Understanding Entry Task: Pygmalion, Section 8 (answer, for teacher reference)
- Text-Dependent Questions: Pygmalion, Section 9 (one per student and one to display)
- Document camera
- Close Reading Guide: Pygmalion, Section 9 (for teacher reference)
- Large-print/enlarged copies of Pygmalion Readers Theater excerpt: pages 87 and 88 (from Eliza: "Oh, you are a cruel tyrant" to Higgins: "Of course I do, you little fool") (one per student)
- Eliza Character Trackers (from Lesson 3)
- Super Speed Quote Sandwich handout (one per student)
- Diversity Discussion Appointment handouts (from Unit 1, Lesson 4)
- Reader's Notes: Pygmalion, Section 9 (one per student)
- Reader's Notes: Pygmalion, Section 9 (answers, for teacher reference)
Opening
Opening |
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A. Unpacking Learning Targets/Checking for Understanding Entry Task: Pygmalion, Section 9 (5 minutes)
* "I can cite evidence from the play Pygmalion to predict the ending of the play." * "I can analyze how plot, character, and setting interact in Pygmalion."
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Work Time
Work Time |
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A. Close Read: Section 9 (15 minutes)
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B. Readers Theater: Section 9 (1o minutes)
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C. Revisit Eliza Character Tracker (10 minutes)
- Determining to marry Freddy (87) - Not doing Higgins's errands (89) - Threatening to become a phonetics teacher (88)
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Closing & Assessments
Closing |
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A. Super Speed Quote Sandwich: Predicting the End of the Play (5 minutes)
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Homework
Homework |
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